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Bu çalışmada öğretmen adaylarının yaşam boyu öğrenme eğilimlerini etkileyen öz yönetimli öğrenme, düşünme stilleri ve demografik değişkenlerin yordayıcı etkisi incelenmiştir. İlişkisel tarama modelinin kullanıldığı bu araştırmada, çalışma grubunu 143 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak yaşam boyu öğrenme eğilimleri, öz yönetimli öğrenme ve düşünme stilleri ölçeği ile araştırmacı tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Araştırmada bağımsız değişkenlerin bağımlı değişken üzerindeki yordayıcı etkisini araştırmak amacıyla çoklu doğrusal hiyerarşik regresyon analizi kullanılmıştır. Çalışmada yaşam boyu öğrenme ile ilgili 5 model oluşturulmuş olup bu modellerin tamamı anlamlıdır. Bundan dolayı araştırmada ele alınan tüm hipotezler kabul edilmiştir. Çalışmanın bulgularına göre öğretmen adaylarının yaşam boyu öğrenme eğilimlerini açıklayan en önemli model kişisel ve akademik gelişim için alınan kurs sayısının hiyerarşik regresyona dahil edildiği model 3’tür. Ayrıca öğretmen adaylarının yaşam boyu öğrenme eğilimlerinin en önemli yordayıcı değişkenleri kişisel ve akademik gelişim için alınan kurs sayısı, günlük eğitsel amaçlı internet kullanım süresi, öz yönetimli öğrenme, cinsiyet ve bölümdür.
This study has sought to examine the predictive effect of self-directed learning, thinking styles, ICT usage status and demographic variables on lifelong learning trends of prospective teachers. A total of 143 prospective teachers year was recruited in this study. This study adopted a relative screening research model. Several instruments including lifelong learning trends, self-directed learning, thinking styles and a personal information form developed by the researchers were employed to obtain data. Hierarchical multiple linear regression analysis was used to investigate into the predictive effect of independent variables on the dependent variable. Five models related to lifelong learning were formed in the study and it was found that all of them were statistically significant. In this sense, all hypotheses were accepted in the study. The findings clearly indicate that the most important model that explains the lifelong learning trends of prospective teachers is the model 3, in which the number of training for personal and professional development were included in hierarchical regression. Additionally, it was found that the most significant predictors of lifelong learning trends of prospective teachers were the number of training for personal and professional development, daily internet use time for educational purposes, self-directed learning, gender and department.
This study has sought to examine the predicting effect of self-directed learning, thinking styles, ICT usage status and demographic variables on lifelong learning tendencies of prospective teachers. A total of 143 prospective teachers were recruited in this study. This study adopted a relational screening research model. Several instruments including lifelong learning tendencies, self-directed learning, thinking styles and a personal information form developed by the researchers were employed to obtain data. Hierarchical multiple linear regression analysis was used to investigate into the predicting effect of independent variables on the dependent variable. Five models related to lifelong learning were formed in the study and it was found that all of them were statistically significant. In this sense, all hypotheses were accepted in the study. The findings clearly indicate that the most important model that explains the lifelong learning tendencies of prospective teachers is the model 3, in which the number of trainings for personal and professional development were included in hierarchical regression. Additionally, it was found that the most significant predictors of lifelong learning tendencies of prospective teachers were the number of trainings for personal and professional development, daily internet usage time for educational purposes, self-directed learning, gender and department.
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